ABSTRACT The HERC-TMB program is a collaboration of the Emmanuel Gospel Center’s (EGC) Higher Education Resource Center

(HERC) program and the TechMission Boston (TMB) initiative of TechMission, Inc. The HERC-TMB program will provide academic support services and college preparation training to low-performing, disadvantaged high school students through the following program areas: MCAS1 Exam Prep (175 students), SAT Exam Prep (240 students), academic tutoring (60 students), student mentoring (150 students), college advising (300 students), college workshops (400 students) and placing 125 students in college. In addition, we will provide basic (350 students) and advanced (150 students) computer classes, open computer access (75 visits/week) and technology certifications and internships (45) to low-income youth and adults. We provide these services through six HERC-TMB sites in concentrated areas of poverty in Massachusetts including the Dorchester (two sites) and South End neighborhoods of Boston, Brockton, Lawrence and Worcester. Across our sites, 85% of our current participants are low-income and over 87% are Black or Latino. This proposal is building on the strengths of a four-year old program as well as the capacity of TechMission and EGC as the lead partners. EGC has been serving the urban community of Boston for over 65 years, and is the oldest and largest network of faith-based nonprofit organizations and churches in the Greater Boston area serving over 200 organizations and churches each year. In addition to the TechMission Boston Program, TechMission, Inc. also runs the Association of Christian Community Computer Centers (AC4). AC4 now has over 600 faithbased community technology centers as members, which has made it the largest association of faith-based community technology centers in the world.

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TABLE OF CONTENTS ABSOLUTE PRIORITIES (a) NEED FOR THE PROJECT (1) Serving Students from Low-Income Families (2) Serving Students in Low-Performing Secondary Schools (3) Serving Students with the Greatest Academic Needs (4) Expanding Access to Technology and Related Training (b) PROJECT DESIGN (1) Improving Academic Performance of Low-Achieving Students (2) Proven Strategies for Improving Academic Performance (3) Strategies for Recruiting and Retaining Students (4) Alignment with Curriculum Standards (5) High-Quality, Sustained, Intensive Professional Development (c) QUALITY OF MANAGEMENT PLAN (1) Measurable Goals, Objectives, and Outcomes (2) Responsibilities for Project Tasks and Timeline (3), (4) Key Personnel and Time Commitments (d) ADEQUACY OF RESOURCES (e) EVALUATION 1 2 2 2 3 4 6 8 12 13 15 15 17 17 19 20 23 25

PLEASE NOTE: Our application consists of 25 total, combined pages; however, as the eGrants system requires that we upload sections separately, blank text at the bottom of various sections has made our pages numbers go to 27 pages.

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ABSOLUTE PRIORITY The HERC-TMB Program is focused on improving the academic performance of disadvantaged high school students, particularly students of color from low-income families. We have partnered with five high schools – all of which are in high poverty areas and have received low performance ratings by the Massachusetts Department of Education in 2002 in the areas of English Language Arts (ELA) and Math – to provide programs for their students. Across our sites, 85% of our current participants are low-income and over 87% are Black or Latino. Through our academic support activities, we provide supplement instruction in ELA and Math in our MCAS and SAT preparation classes and after-school tutoring and support services. These activities are based on curriculum aligned with Massachusetts Curriculum Frameworks, and we also will hire Dr. Lisa Gonsalves and high school teachers to update the curriculum and train our site staff, ensuring that our programs are aligned with current standards. With this grant we will hire an evaluation consultant to conduct a formative and summative evaluation of the key program components: MCAS and SAT classes, college prep activities, and technology training. The partners for this proposal (TechMission and Emmanuel Gospel Center) qualify as novice applicants; neither has received a discretionary federal or CTC grant.

(a) NEED FOR THE PROJECT (1) SERVING STUDENTS FROM LOW-INCOME FAMILIES Through our six HERC-TMB Program sites, we primarily serve students from the South End and Dorchester (neighborhoods of Boston) and from Brockton, Lawrence and Worcester. Disparities in academic achievement are prevalent in these low-income areas. Census 2000 data indicates 19.5% of the Boston population lives under the poverty level, including 25.6% of children under 18 years of age, and 75% of students within the Boston Public School system.2 In Brockton, 12.1% of families live in poverty, including 19.4% of those under 18; 24.3% of the population of Lawrence and 31.7% of those under 18 are below the poverty level; and in Worcester, 14.1% of families and 24.6% of those under 18 live in poverty.3 Most of the students served by our programs, profiled in Table I below, are low-income and most in need of academic support and access to technology. Table 1 - HERC-TMB Students by Community, 2002-2003

South End Dorchester Brockton Black %Latino Low Income 39% 56% 97% 84% 3% 83% 97% 2% 80%

Lawrence Worcester 2% 87% 98% 70% 11% 75%

PREP 87% 6% 75%

(2) SERVING STUDENTS IN LOW-PERFORMING SECONDARY SCHOOLS HERC-TMB Program sites have close working relationships with local high schools in the low-income, at-risk communities in which we serve, and we have formally partnered with the schools listed in Table 2 – all of which received low performance ratings by the Massachusetts

Department of Education in 2002 in the areas of English Language Arts (ELA) and Math – to provide HERC-TMB programs for their students. Table 2 - HERC-TMB School Partners Community South End Dorchester Brockton Lawrence Worcester School Partner Madison Park HS Dorchester HS Brockton HS Lawrence HS South HS School Performance Rating4 ELA: Critically Low ELA: Critically Low ELA: Moderate ELA: Very Low ELA: Very Low Math: Critically Low Math: Critically Low Math: Very Low Math: Very Low Math: Very Low

(3) SERVING STUDENTS WITH THE GREATEST ACADEMIC NEEDS The educational obstacles facing students in the communities served by the HERC-TMB Program are manifested in low standardized test results, high school dropout rates and low student aspirations, as discussed below. Standardized Test Results The Massachusetts Comprehensive Assessment System (MCAS) exam is an academic achievement exam that also serves as a high school graduation requirement for students in Massachusetts – students must score above failing in English Language Arts (ELA) and Math to graduate. Students who fail to pass the MCAS exam in 10th grade are given multiple retesting opportunities prior to graduation. As the majority of students served by our programs scored in the "Needs Improvement" or "Failing" categories, a significant number of these students are at risk of not graduating, and some of the seniors did not graduate in 2003. Recent MCAS statistics underscore the crisis in education in general for all students, and mirror the everwidening gap between the haves and the have-nots defined by race/ethnicity (see Table 3). Only

40% of African American/Black students and 33% of Latino students earned an MCAS competency determination in 2002 (that is, they were “proficient” in both ELA and Math), as compared with 78% of Caucasian students.5 Table 3 – MCAS 10th Grade Percent Failing, 2002 Asian ELA 14% Black 33% Hispanic 39% White 9% 19% Other 16% 30% Total 14% 25%

Math 17% 55% 58% School Dropout Rates and Student Aspirations

In 2001, the Massachusetts statewide school dropout rate was 3.5%, with 8% of Latinos and 6% of African Americans dropping out of school, as compared with 3% of Caucasian students. By comparison, the dropout rates for our partner schools were: Madison Park High School, 12.3%; Dorchester High School, 20.4%; Brockton High School, 6.8%; Lawrence High School, 13.2%; and South High School, 6.6%.5 In turn, 31 % of Massachusetts graduating public school students, regardless of racial or ethnic background, aspired to go to a four-year college in 2000, according to Massachusetts Department of Education data. By comparison, college aspirations of students from the communities served by the HERC-TMB Program were lower: Boston 22%; Brockton 25%; Lawrence 12%; and Worcester 19%.6 (4) EXPANDING ACCESS TO TECHNOLOGY AND RELATED TRAINING The HERC-TMB Program also is helping to bridge the digital divide in the low-income communities in which we serve by addressing the needs of high school students to gain technology skills that support improved academic performance, and which are needed to succeed in college and future employment. Based on correlating National Telecommunications

Information Administration (NTIA) and census data in our area, we estimate that only 20% to 25% of residents in our target areas own a computer.7 As over 65% of all jobs currently use computers and 90% use computer-related technologies, it is becoming increasingly important for individuals to gain technology skills. The following NTIA data from 2002 shows the percentage of families nationwide with computers based on income and race/ethnicity: Table 4 - Computer Ownership by Income and Race/ Ethnicity, 2002 (%) White Black Asian Hispanic Under $15k 20.8 9.2 45.0 12.8 $15k – 35k 39.1 23.4 51.5 23.3 $35k – 75k 66.5 54.7 75.2 51.0 Over $75k 86.2 77.0 89.8 75.6

(b) PROJECT DESIGN The HERC-TMB Program is a comprehensive initiative that collaborates with local schools and communities to help students cross the threshold of academic success. HERC-TMB is focused on improving the academic performance of disadvantaged high school students, particularly students of color from low-income families, by providing: (1) academic support activities that align with the Massachusetts Curriculum Frameworks (statewide standards) and meet the academic needs of disadvantaged high school students, including preparation classes for the MCAS and SAT exams, and after-school tutoring and support services; (2) college preparation programs and activities for disadvantaged high school students; and (3) technology classes and walk-in computer center services, which integrate with our academic activities and provide the computer skills needed for academic success in high school and beyond. HERC-TMB’s commitment to effectively improving student achievement in lowperforming schools is reflected in its comprehensive strategy for meeting the needs of its student participants, and in the selection of non-profit partners – the Emmanuel Gospel Center’s Higher Education Resource Center (HERC) program and the TechMission Boston (TMB) initiative of TechMission, Inc. – each of which brings complementary expertise and dedication to the project. Higher Education Resource Centers (HERCs) are out-of-school academic enrichment and experiential learning programs that provide educational and social support to help lowincome high school students improve academically, prepare for college, and reach their full potential. HERC’s five church-based sites, located in Boston (the South End and Dorchester), Brockton, Lawrence and Worcester, provide tutoring, mentoring, MCAS and SAT preparation, and college preparation activities and workshops. HERC uses technology to accomplish most of its program objectives, and each site has a computer lab with Internet access. Students use the computers for MCAS and SAT on-line tutorials, homework assignments, college searches, scholarship searches, and career exploration. The Central HERC (based at the Emmanuel

Gospel Center) builds the capacity of the five HERC sites through program development, curriculum design, evaluation, fund development and technical assistance. TechMission Boston (TMB) supports a network of faith-based community technology centers (CTCs) in addressing the "digital divide," the gap that separates those with access to and training with computers from those without, by providing direct service assistance in running programs at its member sites. These programs may include teaching classes, coordinating volunteers, supervising AmeriCorps staff, and setting up computer equipment, as well as more indirect support in the form of intensive technical assistance and training sessions for member site staff and volunteers. In addition, TMB supports its member sites with volunteer resources, curriculum, training conferences/ workshops, and development assistance. The most established TMB site is the PREP Computer Training Program (PREP) of Bruce Wall Ministries (a nonprofit), which provides computer classes and technology certifications and internships. The HERC-TMB Program is provided at six sites, including HERC's five sites in the South End, Dorchester, Brockton, Lawrence and Worcester, and the PREP site in Dorchester. This grant primarily will support the expansion of remedial classes to disadvantaged students of color who are underperforming on the MCAS exam, but also will provide expansion of other existing academic and technology activities as shown in Table 5.

Table 5 – Summary of HERC-TMB Programs Number of Participants Academic Enrichment MCAS Preparation and Test Preparation SAT Preparation Academic Tutoring Student Mentoring College Preparation College Advising College Workshops Students Enrolled in College Technology Services Basic Computer Classes Advanced Computer Classes Certifications and Internships 312 75 25 350 150 45 274 400 105 (in 2002) 300 400 125 221 33 96 240 60 150 29 175 2002-2003 2003-2004

(1) IMPROVING ACADEMIC PERFORMANCE OF LOW-ACHIEVING STUDENTS 1. MCAS and SAT Preparation Classes The South End HERC currently provides MCAS preparation (29 students) classes at the South End HERC and SAT preparation classes (221 students). With this grant, we will replicate our MCAS classes at the four other HERC sites, allowing us to serve at least 150 low-achieving students over the next year. MCAS: Our MCAS preparation classes are designed to improve academic performance in the areas of English Language Arts and Math. As the MCAS serves as a graduation requirement in Massachusetts, these classes are directly aligned with the Massachusetts Curriculum Frameworks and with key curriculum aspects of the schools with which we serve.

With this grant, we also will hire Dr. Lisa Gonsalves (resume attached) to update the curriculum and ensure it aligns with current Massachusetts Curriculum Frameworks, discussed below. Each HERC site will offer two ten-week MCAS classes, which meet after-school twice a week for 2.5 hours per class. Students are divided into groups of five, with an instructor leading each small group. The course starts off with an orientation and diagnostic test. Students receive MCAS instruction on English Language Arts and Math, and at the end of 7 weeks they receive another diagnostic test. For a half hour once a week, students use an online MCAS tutorial available through the Massachusetts Virtual Education Space, discussed further below. During the remaining 3 weeks, students participate in motivational activities and learn about college planning through speakers, workshops and college campus visits. Parents of students are required to meet with the Site Director and attend an MCAS and college preparation workshop. SAT: Our SAT preparation classes meet for eleven weeks for three to four hours a week, and focus on reinforcing the verbal and math skills needed to succeed on the SAT exam. Sites use SAT curriculum from TestTakers and Kaplan. Both curricula include three diagnostic tests (pre, mid and post), which enable instructors to assess students' strengths and weaknesses and target instruction to areas of need. Students also are encouraged to use the computer lab for supplemental online SAT help through websites such as Number2.com. 2. Academic Tutoring and Support Services Our HERC sites also offer students weekly academic tutoring and support, which is provided by the HERC Site Directors and about 200 volunteers each year. External experts in specialty areas also supplement the work of staff. With this grant, we plan to hire teachers who work at the HERC-TMB partner high schools to serve as consultants to ensure that our programs align with local school curriculum as well as the Massachusetts Curriculum Frameworks both

through advising on curriculum design and in providing "train-the-trainer" sessions for our staff and volunteers. An overview of our academic tutoring and support services follows. Academic Tutoring: In 2002, a total of 59 students received intensive tutoring services at our HERC sites. Students generally receive one-on-one tutoring assistance weekly during the school year. We focus our tutoring services for each student based on the grades (per report cards) and MCAS results, and supplement one-on-one tutoring with web-based tutorials such as the Boston Public Library's Homework Assistance Program and the Massachusetts Virtual Education Space (VES), discussed further below. Some sites also offer after-school homework assistance drop-in programs to provide students with daily academic assistance as needed. Academic Support Services: Our academic support services include academic advising and student mentoring to 89 students. Academic advising includes working with students to develop a Student Success Plan that helps students define and meet goals directed to high school graduation and postsecondary study. Using the College Boards' myroad.com (a web-based education and career planning tool), we help students track their educational progress. In student mentoring, which is based on the nationally recognized "Mass Mentor" model, we work with students to promote educational and personal growth. 3. College Planning and Preparation In HERC's college preparation programs, high school students meet with our staff to identify college and career options, understand the college admissions process, assist with college essays, identify scholarships and complete the Free Application for Federal Student Aid (FAFSA) application. Also, each HERC is equipped with a computer lab with Internet access, enabling the students to research college websites, explore financial aid resources and access other related websites to aid their college planning. In addition, students attend college fairs and campus visits that are either coordinated by the HERC or sponsored jointly with a local

community-based organization. For high school juniors and seniors, we also offer our Passport program, which includes an emphasis on visioning, core values, community-building and parent involvement. Parents of students in this program are also required to participate in the program. 4. Technology Classes and Services HERC-TMB's technology classes seek to help students reach their full potential by using technology to improve academic performance and foster positive life-skills. We do this through the following four ways: instructor-led online standardized test tutorial and practice exams, open computer lab time for accessing online standardized test tutorials and practice exams, basic computer classes to support high school computer skill standards, and advanced computer classes to provide technology skills beyond basic requirements. This grant also will expand our technology capacity by providing 60 new computers (10 computers to each of our six sites). We integrate technology into all aspects of HERC-TMB programs using the technology standards defined in the "Massachusetts Recommended PreK-12 Instructional Technology Standards," which support student learning within the Massachusetts Curriculum Frameworks. These standards were adapted from the National Education Technology Standards and developed in collaboration with the U.S. Department of Education. Instructor-Led Time to Support High School Curriculum and Standards: The primary way we will integrate technology with academic standards is through the use of the Massachusetts Department of Education's Virtual Education Space (VES). Based on the Massachusetts Curriculum Framework, VES is an educational collaborative in Massachusetts whose goal is to support education reform by providing students, teachers and administrators with free on-line, interactive standards-based tools and applications. We will use the VES system in our MCAS preparation classes (discussed above) through instructor-led training using online tutorials as well as using online practice tests provided through the VES system. The instructor led VES tutorials will be a new service provided at the five HERC sites to at least 150

students for a half hour for at least ten of the MCAS preparation sessions. Open Computer Lab Time to Support High School Curriculum and Standards: As many low-income and minority students (including over 75% of our program participants) do not have access to a computer at home, it is difficult for them to access the VES system after school hours. Because of this, in addition to the instructor lead VES tutorials, we will provide access to the system during our open computer lab time. High school students also may use the open lab time for research, writing papers and other school assignments. While the open computer lab is focused particularly on high school students, some of our sites allow adults to use the computers at the same time. In the past year, there were over 4,000 visits to our walk-in lab time at one of our sites, with an average of 40 people hours per week. With this grant, we will expand computer access for high school students across all of our sites to include at least 75 people hours per week. Basic Computer Classes to Support High School Technology Proficiency Standards: Currently two of our sites (PREP and the South End HERC) provide basic computer classes to both high school students and adults. Most of these classes meet for two hours once a week for eight weeks, with some classes provided in English and Spanish. Advanced Computer Classes, Certifications and Internships: One of our sites (PREP) also provides advanced technology classes to both high school students and adults. These classes meet for two or four hours each week for eight weeks and are focused on industry-recognized certifications, including Microsoft Certified System Engineer (MCSE), A+ Certification in Computer Repair and Microsoft Office Specialist (MOS), which are based on curriculum designed to meet certification requirements. In addition to these classes, we also offer internships to high school students and adults that provide an opportunity to develop job skills and can help prepare individuals for certifications.

(2) PROVEN STRATEGIES FOR IMPROVING ACADEMIC PERFORMANCE In each of our activity areas we are using programs with proven models and results. For our SAT program, during the past year, more than half of the Lawrence HERC students showed a 90-point increase as measured by pre- and post-diagnostic tests with the highest individual point increase of 170 points, and other sites had similar results. Since MCAS is a relatively new test, our MCAS program has only been in operation for the past year and we are still collecting evaluation data. The MCAS program at one of the HERC sites ran in partnership with Let's Get Ready (LGR). LGR, one of our collaborating partners for this program, is a nationally recognized non-profit organization focused on test preparation that is supported by the College Board (which administers the SAT test) and by Harvard University and the Massachusetts Institute of Technology. After reviewing the HERC program, Dr. Lisa Gonsalves, one of the primary experts on MCAS in Boston, stated, "HERC is one of the few community-based organizations in Boston that has a viable MCAS tutoring program for Boston Public School students who live in the communities that you serve." The HERC college readiness program also is a well-established program building on past success in that for the 2001-2002 academic year, 105 students from the HERC program enrolled in a 4-year college or university. Through TechMission's other program, the Association of Christian Community Computer Centers (AC4), we have developed a collection of best practices from over 600 faith-based community technology centers that are members of our association. We are using these best practices as well as the technology curriculum developed through AC4, which has been used successfully to teach computer literacy to over 1,500 students. (3) STRATEGIES FOR RECRUITING AND RETAINING STUDENTS Recruiting Students: We have signed letters from high school administrators who have committed to a formal partnership with the HERC-TMB initiative. This partnership includes providing referrals of their students to the HERC-TMB program (see appendix), with

some schools not only providing referrals but also requiring remedial training for students failing their MCAS exams in a program such as ours. Secondly, this partnership will include hiring teachers from the school as consultants to assist us in aligning our curriculum with the Massachusetts Curriculum Frameworks and in providing "train-the-trainer" sessions to our staff and volunteers. Dr. Gonsalves will serve as the consultant to coordinate this curriculum alignment and training (see letter in Appendix). In addition, schools have committed to providing us access to facilities and data to ensure the success of the program including allowing us to make regular lunchtime presentations, distribute informational brochures and flyers in schools and providing data on student performance (in accordance with required confidentiality laws). In addition, we conduct broad community outreach for our programs by: (1) recruiting students from local non-profits and churches – we currently send marketing materials to over 500 organizations each year; (2) sending direct marketing mailings to community residents – we currently mail over 10,000 flyers each year; and (3) advertising with local community newspapers and radio and cable television stations serving ethnic populations. For students and parents wishing to learn more about our programs, we conduct information sessions (in English, Spanish and Creole) at various high schools at least four weeks before the start of each semester, and all of the HERC sites are handicapped accessible. HERC's middle school programs also serve to feed students (about 10-15 students per site each year) into our high school programs. Retaining Students: We have been successful at retaining our students in the past – 90% of students completed our SAT classes, 90% completed our college readiness program, and 70% completed our technology classes. We attribute these successes to our program structure, which enables staff to develop caring, personal relationships with students, particularly through our academic tutoring and mentoring, and consists of engaging services that also produce results.

(4) ALIGNMENT WITH CURRICULUM STANDARDS The curriculum used in our MCAS and SAT classes, developed by TestTakers, Inc., has been on the market and helping students since 1985 for SAT preparation and also is used by Kaplan in its SAT test prep. California students who were taught from this curriculum averaged a 160-point SAT score increase in 1998. This curriculum foundation was adapted into our MCAS preparation curriculum by Dr. Lisa M. Gonsalves, Assistant Professor, Literacy and Assessment, Graduate College of Education at the University of Massachusetts at Boston. Dr. Gonsalves has been involved in the development of the MCAS tests and has provided professional development in MCAS preparation to teachers at a majority of the 12 district high schools in Boston over the last four years and conducts error analyses of student MCAS scores for the Boston Public School system each year. Dr. Gonsalves is assisting us in combining this foundation with MCAS curriculum for English Language Arts using the text "Massachusetts Mastering the MCAS" by AMSCO, and covers reading, critical thinking and essay writing skills. The Math component uses the text "Princeton Review: Cracking the MCAS, Grade 10 Math." For our basic technology classes we will use Massachusetts Curriculum Frameworks Technology Standards to assess the technology proficiency of high school students and encourage those not meeting minimum standards to take basic computer classes specifically aligned to meet these standards. These classes are based on curriculum developed by AC4 that has been distributed to over 450 technology centers, and will be modified to more closely align with Massachusetts Curriculum Frameworks Technology. (5) HIGH-QUALITY, SUSTAINED, INTENSIVE PROFESSIONAL DEVELOPMENT Our staff and volunteer instructors receive regular professional development training, as outlined below. Through these trainings, our staff are improving their skills and learning new skills in order to be effective and efficient in their roles. Monthly Trainings: We will hold monthly training meetings for all site staff, conducted

by the Central HERC and TechMission. Various topics will be covered during these sessions, including effective learning strategies for youth, working with youth from inner-city communities, and technology integration into youth programs, among others. In addition, we contract with the Higher Education Information Center (HEIC) in Boston to provide comprehensive training on the college admissions process and financial aid. Train-the-Trainer Sessions: As noted above, we will hire teachers from our partnering high schools to train HERC-TMB site staff and volunteers, ensuring that our MCAS and SAT classes and academic tutoring and support services align with each school's curriculum and the Massachusetts Curriculum Frameworks. Workshops and Conferences: All HERC-TMB staff will attend at least three professional development workshops and conferences to stay informed and current on topics related to secondary education and student support, and postsecondary access. As one of these conferences, staff will attend TechMission's one-day New England regional conference, which covers topics related to technology and education in faith-based organizations.

(c) QUALITY OF THE MANAGEMENT PLAN (1) MEASURABLE GOALS, OBJECTIVES, AND OUTCOMES The ultimate goals of the HERC-TMB Program are (1) to improve academic performance of low-achieving high school students through academic support and related technology activities, (2) to prepare students for college, and (3) to increase computer and technology access and training for youth and adults in the communities in which we serve. A summary of the existing and expanding number of participants in various programs was shown in Table 5. The following provides a more detailed explanation of our specific goals, objective and outcomes. Goal 1: To improve academic performance of low-achieving high school students MCAS Prep Objective: To improve student scores on the MCAS exam by providing classes that focus on improving English Language Arts and Math skills with the following outcomes: • • • • South End HERC's MCAS class is replicated at the four other HERC sites At least 175 students participate in these classes with 85% completion 75% of students demonstrate increased performance on MCAS pre- and post-test scores 50% of students move from “Failing” to “Needs Improvement” or from “Needs Improvement” to “Proficient” on MCAS exam • 60% of parents of MCAS students participate in MCAS/college awareness workshops.

SAT Prep Objective: To improve students scores on the SAT exam by providing classes that focus on improving Verbal and Math skills with the following outcomes: • • • At least 225 students participate in these classes with 85% completion 50% of students show a 100-point increase, as measured by pre- and post-diagnostic tests 85% of students take the SAT exam

Goal 2: To prepare students for postsecondary education

College Readiness Objective: To motivate and prepare students for postsecondary education with the following outcomes: • • • • • 275 students complete a Student Success Plan using myroad.com's "My Plan" 400 students will use our computer labs to research colleges, scholarships and careers 275 students receive guidance on college admissions, financial aid and scholarships 75% of students visit at least one college campus 75 students participate in the Passport program with 85% completion

College Enrollment Objective: To assist students in selecting and enrolling in an accredited post-secondary institution with the following outcomes: • • • 90% of students complete the admissions process for postsecondary education 90% of students apply to a postsecondary institution and complete financial aid forms 80% of high school graduates in programs enroll in a postsecondary institution

Goal 3: To increase computer and technology access and training for youth and adults Basic Computer Classes Objective: To provide individuals with basic computer literacy and access with the following outcomes: •

250 individuals participate in these classes, with 70% completing them 90% of those completing the class pass proficiency test based on Massachusetts Curriculum Frameworks in Technology

At least 75 participant-hours of open computer access is provided each week

Advanced Computer Classes Objective: To provide individuals with the advanced computer skills needed for employment with the following outcomes: • 160 individuals participate in these classes with 70% completing

45 of those completing the classes either gain certification or are placed in internships

(2) RESPONSIBILITIES FOR PROJECT TASKS AND TIMELINE
Tasks General/ Administrative I Expand and convene HERC-TMB Program Committee to detail implementation planning 2 Finalize Formal Memorandum of Agreement with Partners and Schools 3 Monthly Team Meetings and Conference Calls 4 Conduct program roll-out meeting with TechMission, EGC, HERC and PREP sites, and evaluator Academic Programs 5 Expand MCAS curriculum currently used by South End HERC 6 Replicate South End HERC MCAS program at other HERC sites 7 Conduct academic tutoring/ support programs 8 Conduct MCAS and SAT programs Technology Programs 9 Source, purchase and install new computer equipment for expansion of HERC and PREP 10 Adapt curriculum and assessment to alignment with Massachusetts Curriculum Frameworks 11 Replicate TechMission Boston technology programs at HERC sites 12 Conduct technology programs Student Outreach 13 Develop HERC-TMB program web site with links from and to partner web sites 14 Create brochures, flyers, website and conduct publicity campaign in coordination with partners 15 Recruit student participants through school partners and current CBO program participants Staff Recruitment and Training 16 Advertise for and hire project staff 17 Conduct academic program training for staff 18 Conduct technology program training for staff Ingrid Broadnax/Consultant Liza Cagua X X X X X X X X X X Site Directors, Andrew Sears X X Liza Cagua, Adminstrators Ingrid Broadnax, Liza Cagua Site Directors/Coordinators, Ingrid Brodnax X X X X X X X X X X X X X X X Liza Cagua Liza Cagua Liza Cagua, Site Directors Site Directors/Coordinators X X X X X X X X X X X X X X X X X X X Crystal Dixon, Dr. Gonsalves. Consultants Ingrid Brodnax, HERC Directors Site Directors/Coordinators Site Directors/Coordinators X X X X X X X X X X X X X X X X X X X Liza Cagua Ingrid Brodnax Ingrid Brodnax, Liza Cagua Ingrid Brodnax, all project staff X X X X X X X X X X X X X X X X X Responsible Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep

Volunteers 19 Recruit volunteers from TechMission and EGC's Volunteer Networks 20 Conduct academic and technology program training for volunteers Evaluation and Reporting 21 Issue RFP for external evaluator 22 Execute contract with evaluator and begin project monitoring (on-going) 23 Collect program data and compile comprehensive annual report Ingrid Broadnax Ingrid Broadnax, Andrew Sears Ingrid Broadnax, Matt Frank, Consultant X X X X X X X X X X Site Directors, Liza Cagua, Ingrid Broadnax Ingrid Broadnax, Liza Cagua X X X X X X X X

(3),(4) KEY PERSONNEL AND TIME COMMITMENTS The HERC-TMB Program will have 9 full-time and 11 part-time staff (13.25 FTE). The responsibilities, backgrounds and time commitments of key personnel are summarized below. Ingrid Broadnax, HERC-TM'B Program Director (full-time EGC staff, 100% to HERCTMB) Ingrid is responsible for the overall monitoring and evaluation of the HERC-TMB sites statewide and for ensuring compliance with funding requirements and operating standards. She prepares budgets and manages expenditures; assesses staff needs for training and professional development; provides program planning consultation to the HERC sites, determines the appropriate project curriculum and program enhancements, implements a comprehensive communications strategy and establishes partnerships. See Appendix for resume. Liza Adriana Cagua, HERC-TMB Technology Coordinator (full-time TechMission staff, 50% to HERC-TMB) Liza is serving as the TMB-HERC Technology Coordinator and will provide supervision of technology aspects of the program, and coordinate technology trainings and meetings with program staff and volunteers. She also will be responsible for coordinating the sourcing and installation of new computer equipment at the sites. See Appendix for resume. Crystal Dixon, Education Director Program Oversight (full-time EGC staff, 20% to HERCTMB) Crystal directs the educational programs of the Emmanuel Gospel Center, including HERC, and supervises the HERC-TMB Program Director. She will be responsible for coordinating curriculum development consultants in the project. See Appendix for resume. Andrew Sears, Executive Director, TechMission (full-time TechMission staff, 25% to HERCTMB). As Executive Director of TechMission, Inc., Andrew oversees all aspects of running the organization. He will provide executive oversight and overall responsibility of the project and will supervise other TechMission project staff. See Appendix for resume.

Matthew Frank, Project Manager (full-time TechMission staff, 50% to HERC-TMB) Matthew will be responsible for project management of the HERC-TMB project and for managing the federal reporting and documentation requirements of the grant. Over the past ten years, he has worked in finance with Goldman Sachs, as a management consultant servicing Fortune 500 companies, and in the field of education. Matthew received his BA in Economics and International Studies from Northwestern University in Evanston, Illinois. Jennifer McCormick-Bridgewater, Operations Director (full-time TechMission staff, 50% to HERC-TMB) Jennifer will be responsible for the daily administration, bookkeeping and finances and will work with TechMission's contract accountant to ensure that all federal financial reporting and audit requirements are met. She was previously responsible for data management for Harvard Medical School. She received her BS in Materials Science from Massachusetts Institute of Technology. HERC Site Directors (six full-time, 90% to HERC-TMB each employed by a local HERC-TMB church). Site Directors are responsible for running of all HERC-TMB programs at sites including: MCAS, SAT, Tutoring, Mentoring, College Prep, Computer Access/Classes.
•Samuel Acevedo (South End HERC, full-time, 90% to HERC-TMB) - Sam received a BA from

Stetson University and JD from Boston College. Sam worked for five years as a Family Court Trial Specialist, with additional experience in writing, sales, and youth ministry. He has held a variety of positions in both Boston and New York City churches.
•Elizabeth Charles (Dorchester HERC, full-time, 90% to HERC-TMB) - Elizabeth

has a BS in Chemistry from Emmanuel College. She has seven years of experience as a scientist. She is skilled as a project manager and has experience working as a project consultant for faith-based organizations. She had served as a youth minister and counselor in her church.

•Ruth Neville (Brockton HERC, full-time, 90% to HERC-TMB) - Ruth has a BS from Gordon

College and 15 years experience as a systems engineer. In 30 years of youth work-over 15 of them spent developing technology programs for youth – she has consistently motivated young people to excel in education and careers.
•David Zagunis (Lawrence HERC, full-time, 90% to HERC-TMB) - Dave has an MA in Urban

Ministry from Gordon-Conwell Theological Seminary. His experience includes nine years in sales and marketing and 15 years as an inner-city missionary, counselor, and teacher. He served as youth minister at the HERC host church for four years.
•Janice Weekes (Worcester HERC, full-time, 90% to HERC-TMB) - Janice has a BS in

Business Administration from Bentley College and an MBA from Suffolk University. She has 20 years of experience in public and private sector administration and also edited a corporate newsletter. She has held several leadership positions in area churches.
•Barbara Hayes (PREP, full-time, 90% to HERC-TMB) - Barbara is responsible for

implementing basic and advanced technology classes, internships and certifications. Barbara has over 10 years of experience in computer centers, and previously supervised a staff of 8 providing computer training and workforce development at Children's Hospital in Boston. HERC-TMB Program Coordinators (six half-time, 50% to HERC-TMB each employed by a local HERC-TMB church). Program Coordinators are responsible for assisting site directors in running of all HERC-TMB programs at sites. See description in appendix.

(d) ADEQUACY OF RESOURCES The Emmanuel Gospel Center (EGC) has been serving the urban community of Boston for over 65 years and started the HERC program in 1999. EGC is the oldest and largest network of faith-based non-profit organizations and churches in the Greater Boston area and serves over 200 organizations and churches each year. The TechMission computer labs at PREP and the HERC sites have been in operation from two to over ten years, and TechMission, Inc. was established in 2000. We believe that the long-term viability of this project is shown both through the capacity of the two lead partners in this grant and our history of financial growth. Table 6 shows the total income across all six HERC-TMB sites including the central operational costs of TechMission and the central operational costs of TechMission and the Central HERC. Table 6 – Summary of HERC-TMB Programs 2000 Amount $404,000 2001 $75,000 2002 $1,240,500 2003 (est.) $1,515,500

Although a younger organization than EGC, TechMission, Inc. has been able to greatly expand its capacity to become one of the top faith-based community technology initiatives in the nation. In addition to the TechMission Boston Program, TechMission, Inc. also runs the Association of Christian Community Computer Centers (AC4, www.ac4.org). AC4 is a national association with over 600 faith-based community technology centers as members, which has made it the largest association of faith-based community technology centers in the world. Not only has AC4 enabled the development of our internal organizational capacity, but also many elements developed in AC4 will be accessible to our TechMission Boston Program (such as curriculum, training materials, equipment donations, etc.). In addition, the national and international scope of AC4 has enabled TechMission to draw from larger funding streams to maintain sustainability, which will also assist in the

sustainability of TMB. In particular, we have already secured an agreement with the Beaumont Foundation of America to serve as their primary intermediary with faith-based organizations as they distribute $350 million in computers nationally over the next four years. We are also in discussions with World Vision (which has a budget of $500 million) to establish a partnership that could provide a large, long-term funding stream. We have developed the TechMission Boston program to serve as a national model for a regional partnership with faith-based community technology centers that can be replicated in other metropolitan areas. TechMission will be serving as the lead on the grant, and will handle all accounting and financial reporting. Neither TechMission nor EGC have received a discretionary federal grant (or CTC grant) and qualify as a novice applicant; however, we have had to meet federal accounting requirements as subcontractors with some of our partners in the past. Because of this, we have already developed the organizational capacity needed to handle federal accounting and reporting requirements. In addition, we have already identified and budgeted for contracting with an accountant who has previous experiencing in accounting and reporting on federal grants. Each of the six HERC-TMB sites is housed in a church that provides permanent space and utilities. Each site at a minimum provides one senior level full-time staff person, a computer lab with high-speed Internet access, a library of printed and on-line information on colleges, financial aid, scholarships, and careers, and additional space for small-group counseling and workshops. This grant will provide 60 new computers to allow us to expand the total number of computers in labs across all sites from 104 computers (with 32 obsolete) to 132 computers (with none obsolete). This expansion will allow us to have more students simultaneously in our classes and the upgraded computers will provide the capacity needed to access the VES online tutorial used in our MCAS program as well as support for other services. All of the matching activities and federally funded activities proposed in this grant will

work toward providing academic support of low-achieving high school students or through expanded technology programs. Since the federal funds provided through this grant will be primarily for preparing low-achieving students for the WAS exams in math and language arts, we estimate that about 75% of federal funds of this grant will go toward math and language arts.

(e) EVALUATION Each HERC site began implementing United Way's logic models in 2002. Ingrid Broadnax of Central HERC and Matthew Frank of TechMission will assist the Site Directors with the development of their logic models and assess their outcome measurement plans. HERCs have already created logic models for the college preparation and mentor programs. HERC-TMB will create logic models for the MCAS program and design an evaluation plan that is comprised of both a formative and summative evaluation. Upon notice of the grant award, we will issue a Request for Proposal for an outside evaluator. In February 2003, HERC hired Marsha Morris & Associates, based at Boston University, to conduct a quantitative and qualitative evaluation of its programs statewide. The formative phase, assessing project strengths and weaknesses, identifying project management needs, and recommending improvements will be completed on July 29, 2003. With this grant we will hire an evaluation consultant to include the formative and summative evaluation of the key components of the HERC-TMB program: computer technology training for youth and adults, SAT and MCAS classes, and college preparation activities. The evaluator will track milestones at least monthly and review activity with project staff on a continuous basis. This will allow us to continually improve our programs. Annually we will document and assess the progress made in accomplishing the activities that meet the program objectives. We will compare the activities planned with the activities that actually occurred. We will assess through questionnaires, direct observation, and attendance records, the behaviors and attitudes of participants about the services. The progress made by students in following the action steps of the Student Success Plans and completing project assignments will be reviewed

on a regular basis by program staff. We will review grades and MCAS scores to target tutoring activities and conduct pre- and post-diagnostic tests in the MCAS and SAT programs. The formative evaluation will assess the following: the services and how they are being implemented; what was planned and what actually occurred; program participation; student success plans and attendance records. At the end of each year, the summative evaluation will be conducted to assess the overall effectiveness of the program. We are in the process of developing a web-based database that will serve the five HERC sites, enabling the sites and the Central HERC to have immediate access to data. The data to be reviewed will include: pre- and postMCAS and SAT diagnostic tests; grade reports and MCAS scores; questionnaires about interest in college, attitudes about the MCAS test, future plans, statistics about the number of students/parents who use HERC resources; documentation about students and parents participating in college preparation activities; student success plans; participant files, written reports completed by Passport students; reports completed by tutors and mentors; direct observation of project activities; enrollment of students in postsecondary institutions; pre- and post-assessment tests in computer classes; number of participants taking/passing basic and advanced computer classes and lab; number of participants placed in internships or gaining technical certifications. We will use the findings from the formative and summative evaluation to amend the program and improve its performance.

APPENDIX Appendix 1: Resume Descriptions of Key Program Personnel and Positions Ingrid Broadnax, HERC Program Director, Emmanuel Gospel Center, Boston, MA Responsible for the overall monitoring and evaluation of the HERC sites statewide and for ensuring compliance with funding requirements and HERC’s operating standards. Identifies resources for funding and prepares proposals; prepares budget and manages expenditures; assesses staff needs and plans for the appropriate training and professional development; provides organizational development and program planning consultation to the HERC sites; determines the appropriate project curriculum and program enhancements; implements a comprehensive communications strategy; partners with churches to launch new sites. Ingrid has over 10 years of Human Resources and Organizational Development experience. Her past experience includes Manager of Human Resources at Fidelity Investments, Human Resources Consultant at Harvard Pilgrim Health Care and Human Resources Administrator at Raytheon Company. She holds a Bachelor of Arts in Psychology from Boston College and a Master of Arts in Organizational Development from Columbia University. Crystal Dixon, Director of Education, Emmanuel Gospel Center, Boston, MA Crystal holds a Bachelor of Science in Electrical Engineering from Massachusetts Institute of Technology and a Master of Education in Education Administration from Boston College. Her past experience includes working as Assistant Director of Admissions, Director of Financial Aid and Director of Multicultural Affairs at Brooks School, a private 9-12 boarding school in North Andover, MA. At Emmanuel Gospel Center, she is responsible for running the day-to-day operations of the Center, including overseeing the work of the Business Manager and Operations Staff. She serves as Chief Financial Officer, overseeing budgeting and fiscal management of EGC, which operates on a $1.7 million plus annual budget. She also oversees the educational arm of EGC, including HERC.

Andrew Sears, Executive Director, TechMission, Boston, MA Andrew has worked within community technology centers since 1997. Previously he served as the co-founder and director of the PREP Community Computer Center for four years. Andrew received his MS in Technology and Policy and MS in Computer Science from the Massachusetts Institute of Technology (MIT). While at MIT, he co-founded the Internet and Telecoms Consortium, a multi-million dollar research group focused on determining social, business and educational transformations caused by the Internet. Liza Adriana Cugua, HERC-TMB Technology Coordinator, TechMission, Boston, MA Liza has worked with the Community Technology Centers for the past four years and was a cofounder of the PREP Computer Center. Liza previously worked at Mugar Enterprises, where she provided technical support and was in charge of coordinated technology in Boston’s Fourth of July Celebration involving over 300,000 people. She is a graduate of Harvard University in Sociology. Dr. Lisa M. Gonsalves, Curriculum Consultant, Boston, MA Dr. Gonsalves is Assistant Professor, Literacy and Assessment, Graduate College of Education at the University of Massachusetts at Boston. She provided technical assistance in the initial design of the South End HERC’s MCAS curriculum, and has provided professional development in MCAS preparation to teachers at a majority of the 12 district high schools in Boston over the last four years. She also conducts error analyses of student MCAS scores for the Boston Public School systems each year. HERC-TMB Program Coordinators (to be hired) HERC-TMB Program Coordinators will support Site Directors at each site in administering our MCAS and SAT programs and in providing academic tutoring and academic and college planning counseling. PCs will: work with our partner schools to recruit students; conduct information sessions on our programs; assist with logistical coordination of the MCAS and SAT programs; provide academic tutoring; counsel students and their parents on academic and college planning

matters, including financial aid resources; help students complete college applications and financial aid forms; maintain student files; and prepare progress report. Appendix 2: Letters of Support from Program and School Partners Please find the following letters of support attached. • • • • • • • • • • • • Letter from TechMission, Inc. Letter from Emmanuel Gospel Center Letter from Boston’s Major Menino Letter from Dr. Lisa Gonsalves Letter from Board of Higher Education for Massachusetts Letter from Madison Park Technical/Vocational High School Letter from Dorchester High School Letter from Brockton Public Schools Superintendent Letter from Lawrence Public Schools Superintendent Letter from Lawrence Public Schools Principal Letter from Mayor of Lawrence Letter from Worchester Public Schools Superintendent

1

Massachusetts Comprehensive Assessment System (MCAS) exam is an academic achievement exam that is required for graduation for all public high school students in Massachusetts. 2 Boston Poverty Data Over the Decade of the 1990s, Boston Redevelopment Authority, June, 2002. 3 Brockton, Lawrence and Worcester, Massachusetts overviews, Wikipedia (www.wikipedia.org/wiki). 4 Report of School and District Cycle II Performance Ratings, Massachusetts Department of Education. 5 Massachusetts Department of Education. 6 Plans for High School Graduates: Class of 2000, Massachusetts Department of Education. 7 National Telecommunications Information Administration, U.S. Department of Commerce.